SJSU Annual Program Assessment Form
Academic Year 2014-2015
Department: Electrical Engineering
Program: B.S. Electrical Engineering
College: Engineering
Website: ee.sjsu.edu
Program Accreditation (if any): ABET through 2016
Contact Person and Email: Robert H. Morelos-Zaragoza, robert.morelos-zaragoza@sjsu.edu
Date of Report: June 1, 2015
Part A
1. List of Program Learning Outcomes (PLOs)
The Bachelor of Science in Electrical Engineering program uses the ABET Student Outcomes (a) through
(k) with additional Student Outcome (l) as the Program Learning Outcomes (PLO). These Student
Outcomes are listed on all course syllabi and posted on the EE Department website at
http://ee.sjsu.edu/content/program-education-objectives-and-outcomes as shown below:
The graduates from the Department of Electrical Engineering have the following abilities, knowledge,
characteristics and skills:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
(l) a competence in one or more technical specialties that meet the needs of Silicon Valley companies.
2. Map of PLOs to University Learning Goals (ULGs)
The five University Learning Goals are listed below:
1. ULG #1 - Specialized Knowledge: Depth of knowledge required for a degree, as identified by its
program learning outcomes
2. ULG #2 - Broad Integrative Knowledge: Mastery of each step of an investigative, creative, or
practical project. Understanding of the implications of results or findings from a particular work in
1
societal context
3. ULG #3 - Intellectual Skills: Fluency in the use of specific theories, tools, technology, and graphical
representation. Skills and abilities necessary for life-long learning: critical and creative thinking
effective communication, conscientious information gathering and processing, mastery of
quantitative methodologies, and the ability to engage effectively in collaborative activities
4. ULG #4 - Applied Knowledge: Ability to integrate theory, practice, and problem-solving to address
practical issues. Ability to apply their knowledge and skills to new settings or in addressing complex
problems. The ability to work productively as individuals and in groups
5. ULG #5 - Social and Global Responsibilities: Ability to act intentionally and ethically to address a
global or local problem in an informed manner with a multicultural and historical perspective and a
clear understanding of societal and civic responsibilities. Diverse and global perspectives through
engagement with the multidimensional SJSU community
The mapping of BSEE PLOs to the University Learning Goals is shown in the table below.
BSEE Program Learning Objectives (PLOs)
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and
interpret data
(c) an ability to design a system, component, or process to meet desired
needs within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
(l) a competence in one or more technical specialties that meet the needs of
Silicon Valley companies.
1
X
X
ULGs
2
3
4
X
X
X
X
X
X
X
X
X
X
X
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3. Alignment – Matrix of PLOs to Courses
The levels of attainment of courses to the EE Program Learning/Student Outcomes are shown in the
table below. In the table, the numbers (1 to 5) represent the levels of support such that blank (or 0)
means "no support," 1 is minimum support and 5 is the highest support
2
Areas or Courses
GE Area A: Basic Skills
GE Area B: Science & Mathematics1
GE Area C: Humanities & the Arts
GE Area D: Social Science
GE Area E: Human Understanding &
Development
SJSU Studies R: Earth & Environment2
SJSU Studies S: Self, Society & Equality in the
U.S.
SJSU Studies V: Culture, Civilization & Global
Understanding
SJSU Studies Z: Written Communication II2
MATH 30, 31, 32, 133A
PHYS 50, 51, 52 or
PHYS 70, 71, 72
CHEM 1A
ENGR 10
CMPE 46 / EE 30
ENGR 100W
MATE 153
EE 030
EE 097
EE 098
EE 101
EE 102
EE 110
EE 112
EE 118
EE 120
EE 122
EE 124
EE 128
EE 132
EE 140
EE 160
EE 198A
EE 198B
Technical Electives3
a
Program Learning/Student Outcomes
b
c
d
e
f
g
h
i
j
2
4
See footnote #1
3
4
2
3
3
2
k
3
3
3
See footnote #2
2
4
2
2
2
3
2
4
3
2
2
3
3
5
3
5
See footnote #2
4
4
3
2
4
3
3
3
2
2
5
5
5
4
5
5
5
3
5
5
3
4
3
5
3
5
4
5
5
3
5
2
5
5
3
3
4
4
4
5
5
5
4
5
3
5
5
3
5
5
5
5
3
5
5
4
3
4
4
5
3
2
4
3
3
4
3
3
4
3
4
3
3
4
5
3
3
5
5
4
5
3
5
5
3
5
5
4
4
5
5
5
5
4
4
3
4
3
3
5
5
5
4
1
GE Area B covered within required courses in Mathematics, Physics and Chemistry
SJSU Studies R and Z covered within required course ENGR 100W
3
Students are required to take 4 Technical Elective courses
2
4. Planning – Assessment Schedule
The overall assessment, evaluation, and implementation schedule for the EE undergraduate program is
shown in the figure below. The figure only shows the schedule for the assessment of the Program
Educational Objectives and the Program Learning/Student Outcomes, whereas course assessments are
3
performed every semester.
Activity
Analysis
SP
2013
SO
PEO
Fall
2013
SO
PEO
SP
2014
Fall
2014
SP
2015
Fall
2015
SP
2016
Fall
2016
SO
SO
SP
2017
Fall
2017
SP
2018
Fall
2018
Evaluation
Implementation
The Overall Program Assessment Schedule
5. Student Experience
 The current set of EE Program Educational Objectives is available from the university catalog and
also posted on the EE Department website at http://ee.sjsu.edu/content/program-educationobjectives-and-outcomes
 The Student Outcomes are listed on all course syllabi and posted on the EE Department website at
http://ee.sjsu.edu/content/program-education-objectives-and-outcomes
 The Program Educational Objectives are determined and evaluated through a regular consultation
and examination process that involves four core constituents: Students, Alumni, Industry, and
Faculty. The determination and evaluation of the PEOs by these constituents will automatically
guarantee that the PEOs meet the needs of these constituents. The alumni and industry are the two
main constituents used for the assessment of the Program Educational Objectives, but inputs from
all four constituents are all included for consultation and analysis. Feedback from senior students
and direct assessment of courses are the two main activities in the assessment of the Student
Outcomes
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
First-time Freshmen: 6
Year Graduation Rates
Academic Programs
Electrical Engineering
New UG Transfers: 3 Year
Graduation Rates
Fall 2007 Cohort
Fall 2010 Cohort
Grads : 3 Year
Graduation Rates
Fall 2010 Cohort
Entering
% Grad
Entering
% Grad
Entering
% Grad
Total
46
45.7%
39
43.6%
157
73.9%
URM
11
18.2%
5
0.0%
5
80.0%
Non-URM
27
51.9%
24
50.0%
31
41.9%
Other
8
62.5%
10
50.0%
121
81.8%
7. Headcounts of program majors and new students (per program and degree)
Fall 2013
New Students
Electrical
Degree
1st Fr.
UG Transf
New Creds
Cont. Students
1st
UGs
Creds
Grads
Total
UGs
Creds
Grads
4
Engineering
Grads
Total
92
98
0
192
345
0
213
535
0
405
BS
92
98
0
0
345
0
0
535
0
0
MS
0
0
0
192
0
0
213
0
0
405
8. SFR and average section size (per program)
Fall 2013
Student to
Faculty
Ratio
(SFR)
22.5
Average
Headcount
per Section
Lower Division
45.4
39.4
Upper Division
22.9
37.8
Graduate Division
20.5
32.0
Course Prefix
Course Level
EE - Electrical Engineering
Total
34.9
9. Percentage of tenured/tenure-track instructional faculty (per department)
Fall 2013
Electrical Engineering
% Tenured/Prob
Tenured
Probationary
Temp Lecturer
62.0%
9.175
7.707
3.421
Part C
10. Closing the Loop/Recommended Actions
The assessment process for the BSEE program follows an ABET schedule. Each assessment cycle lasts
three years and consists of the following three activities (each one lasting year long): 1 – Analysis; 2
– evaluation and 3 – implementation. At the time of this report, the EE department is verifying
curriculum changes proposed by student outcome (PLO) champions. The following is a summary of
changes to the BSEE curriculum that have been implemented:
Course
Changes/Actions
EE98
Active learning using LTspice tool and a project. Phys 50 prereq changed from D- to C. Differential
equations co-req strictly enforced.
EE101
Give students four practice exams plus an overall review practice exam at the end.
EE102
Statistics topics and a final project incorporated. New textbook.
5
EE110
Active filter design used as examples.
EE112
Use of matlab tool and incorporated a final project using it.
EE118
Use of Verilog HDL in both lab and lecture. Added CPU design.
EE120
New textbook and three new lab experiments with an updated board.
EE122
All lab experiments modified. New circuits and LTspice included in the lecture.
EE124
Complete redesign of lab experiments. Updated syllabus and new textbook.
EE132
More emphasis on PID compensators.
EE198A
Added Area S assignments. Skill audit is online.
EE198B
Added Area V assignments. Midterm posters presented in open house.
The recommended changes to the curriculum presented below are based on the following ABET’s
student outcomes (also referred to as PLOs in this report):
PLO
Description
a
An ability to apply knowledge of mathematics, science, and engineering
b
An ability to design and conduct experiments, as well as to analyze and interpret data
c
An ability to design a system, component, or process to meet desired needs
d
An ability to function on multi-disciplinary teams
e
An ability to identify, formulate, and solve engineering problems
f
An understanding of professional and ethical responsibility
g
An ability to communicate effectively
h
The broad education necessary to understand the impact of engineering solutions in a global and societal
context
I
A recognition of the need for, and an ability to engage in life-long learning
J
A knowledge of contemporary issues
k
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
l
A competence in one or more technical specialties that meet the needs of Silicon Valley companies.
Each PLO has a faculty member assigned to it as a champion. A PLO champion is in charge of two
6
main tasks: (1) to ensure that data for direct assessment is collected, by communicating with the
appropriate course coordinators, and (2) to analyze the results and issue recommended changes to
courses.
List of champions in the current assessment period:
Student Outcome (PLO)
(a) An ability to apply knowledge of mathematics, science, and
engineering
(b) An ability to design and conduct experiments, as well as to analyze
and interpret data
(c) An ability to design a system, component, or process to meet desired
needs
(d) An ability to function on multi-disciplinary teams
(e) An ability to identify, formulate, and solve engineering problems
(f) An understanding of professional and ethical responsibility
(g) An ability to communicate effectively
(h) The broad education necessary to understand the impact of
engineering solutions in a global and societal context
(i) A recognition of the need for, and an ability to engage in life-long
learning
(j) A knowledge of contemporary issues
(k) An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice
Champion
Courses
Assessed
Hamedi-Hagh
112, 110
Ardalan
122, 124
Parent
120, 124
Morelos
He
Morelos
Sirkeci-Mergen
198A
122, 128
198A
198A, 198B
Caohuu
198A
Morelos
198A, 198B
Hsu
198A, 198B
Morelos
112, 122
List of implemented curriculum changes to the BSEE program in the current assessment cycle:
SO
Courses
assessed
EE110
a
Implemented Changes as per Champion Recommendations
∙ Students now take about 10 quizzes
∙ There are five Matlab assignments now in EE112
EE112
EE122
∙ Rubrics and detailed grading of experiments have been implemented in EE124 lab
b
EE124
EE124
∙ EE120: Added a simple EPROM programmer
∙ EE124 Lab: Students design a quadratic integrator and a silicon neuron using analog
circuits
EE198A
∙ New Canvas rubrics to assess team work
EE122
∙ More data is being collected for EE128
EE128
∙ EE122 lab experiments have been redesigned
EE120
c
d
e
7
f
EE198A
∙ Outcome defined in Canvas allows to export rubric data
EE198A
∙ Outcome defined in Canvas allows to export rubric data
g
EE198B
EE198A
∙ Outcome defined in Canvas allows to export rubric data
EE198B
∙ Criteria for evaluation of business plan modified
EE198A
∙ Proper use of references in business plan (EE198A) and written report (EE198B) has
been added to rubrics
h
i
EE198B
EE198A
∙ Five-year plan rubric includes lifelong learning
j
ENGR100W
EE112
k
∙ Matlab homework added in EE112
∙ LTspice grading in EE122 lab.
EE122
In the Spring 2014 semester, student outcome champions worked on analyzing data and drafting
new recommended actions. These recommended actions were presented to the EE faculty in the
Fall 2014 semester. An important change in the (3-year) assessment cycle is to provide champions
with templates in which summarizes the list of courses assessed, performance criteria and metrics.
This template is used for oral presentation and can be readily included in an assessment report.
11. Assessment Data
In the Spring 2013 and Fall 2013 semesters, direct assessment data were collected in the form of
samples of student work (homework or exam problem solutions or a lab reports) for every course
offered in the BSEE program. The table below lists the assessment methods and metrics (goals) that
are used to analyze achievement of student outcomes (PLOs) for the BSEE program. PLO champions
and course coordinators establish performance methods and metrics. Based on the results, each
champion issues a set of proposed curriculum changes (see above) and presents it to the faculty at
large in EE department meetings.
PLO
a
b
Method
Using student work (quizzes and
exams) from EE110 and EE112
courses provided by course
instructors
Using student lab notebooks and
reports in EE122 and EE124
Laboratories
Goals
1. At least 60% of students earn 70% or
higher scores in Convolution and
impulse response
2. At least 60% of students earn 70% or
higher scores in Laplace transforms
3. At least 60% of students earn 70% or
higher scores in Fourier transform
and series
1. At least 80% of the students are able
to demonstrate the ability to use
instrumentations
2. At least 80% of the students are able
Results
1. Criterion 1 is met in
EE110 and it is not
met in EE112.
2. Criterion 2 is met in
EE110 and it is not
met in EE112.
3. Criterion 3 is not met
in EE112.
Goals are met but having
concern in student ability
in data analysis
8
c
d
e
f
g
h
i
j
1. Assess student ability in
system design from EE120
lecture midterm exams and
final exam, laboratory exercise
reports and laboratory
midterm, and course final
project
2. Assess student ability in
component and circuit design
from EE124 exams, quizzes,
homework assignments, and
laboratory projects
1. Coordinator to grade student
business plans in EE198A
based on a rubric in
management and
responsibility control
2. Advisor to grade students
individual effort in EE198B
 Using exams and laboratory
reports in EE122
 Using exams and homework
assignments in EE128
Coordinator to grade student
business plans in EE198A based
on a rubric in ethical issues
– Coordinator and advisors to
grade student business plans,
project proposals, and
proposal presentations in
EE198A
– Project advisors to grade
student project reports and
presentations in EE198B
– All student assignments in
ENGR100W (Sp2009)
Senior project students answers
questions on these issues in the
exit surveys
Coordinator to grade student
reports in EE198A on their "five
year plan" based on a rubric in
continue education, professional
development, reference citations
1. Coordinator to grade student
proposals addressing
contemporary issues based on
a defined rubric
2. All student assignments in
ENGR100W (Sp2009)
to demonstrate the ability to write a
formal laboratory report.
1. At least 50% of the students are able
to score at least 50%
2. At least 50% of the students are able
to score at least 50%
1. Goals are not met for
ability in system
design
2. Goals are barely met
for component and
circuit design.
1. 80% of EE198A students meet
expectations
2. 80% of 198B students earn 80% or
higher in individual effort
1. Goals are met
2. Goals are met
1. At least 80% of the students are able
to solve creatively an engineering
problem
2. At least 60% of the students are able
to define, analyze, represent, and
find a solution to an engineering
problem
80% of EE198A students meet
expectations
1. Criterion 1 is met
2. Criterion 2 is not met
80% of students earn 80% or higher
scores in EE198A business plans,
proposals and proposal presentations,
and in EE198B reports and presentation
Goals are met in EE198A
and EE198B but students
need to improve ability
in reference citations
80% students meet writing scores in inclass writings, homework, formal
research assignment, group written
report, and exit exam ENGR 100W
Goals are all met in
ENGR 100W
80% of the students meet the
expectations
Goals are met
80% of students earn 80% or higher
scores
Goals are met but
students need to improve
ability in reference
citations
1. 100% of students earn 80% or higher
scores in EE198A proposals
2. 80% students meet writing scores in
in-class writings, homework, formal
research assignment, group written
report, and exit exam ENGR 100W
Goals are met in EE198A
and ENGR100W
Goals are not met
9
k
1. Using EE112 exam and
homework problems to assess
the ability of using MATLAB
for system analysis and design
2. Using EE122 exam and
homework problems to assess
the ability of using PSPICE
for solving circuit and for
evaluating circuit performance
3. Using EE122 lab to assess
student ability in measuring
characteristics of
semiconductor devices
1. At least 75% of the students with
70% or better scores in using
MATLAB
2. At least 70% of the students with
65% or better scores in using
PSPICE
3. At least 80% of the students with
70% or better scores in using
instrumentations to measure and
model device characteristics
All criteria are met but it
was found that the
number of students using
MATLAB is relatively
low
12. Analysis
Direct-assessment data was collected in 2013 and PLO champions presented their recommended
actions in Fall 2014. Based on the recommendations issued by PLO champions important changes to
the BSEE program curriculum have been made. The implementation of these changes is being
corroborated and presented in meetings held in Spring 2015 and Fall 2015. Also in Spring 2015,
course coordinators were asked again to evaluate the level of support that each required course in
the BSEE program offers to PLOs. Based on this information, in Fall 2015 new courses to be assessed
will be determine for the next assessment cycle that begins in 2016.
13. Proposed changes and goals
Future activities to improve our assessment process include:
∙ To develop rubrics, one for each course offered, based on three to five course learning
objectives and implement them electronically (e.g., Canvas)
∙ To implement electronically (e.g., Google Docs) indirect assessment instruments, such as
questionnaires, directed to alumni and employers via email, in order to increase the number of
responses.
10